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Improving Collegiate Teaching Through K 12 Outreach

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Improving Collegiate Teaching Through K 12 Outreach AC 2005-763: GRADUATE STUDENT PERSONAL EXPERIENCES: IMPROVING COLLEGIATE TEACHING THROUGH K-12 OUTREACH Daria Kotys-Schwartz, University of Colorado at Boulder Malinda Zarske, University of Colorado at Boulder Page 10.674.1 Page © American Society for Engineering Education, 2005 Session # 3455 Graduate Student Personal Experiences: Improving Collegiate Teaching through K-12 Outreach Daria Kotys-Schwartz and Malinda Schaefer Zarske College of Engineering and Applied Science, University of Colorado at Boulder Abstract In 1995, the National Science Foundation published recommendations for Systemic Engineering Education Reform.1 Almost a decade later, the engineering education community still strives to meet the long-term challenges that were set forth by the NSF Engineering Directorate. The goal still remains to educate graduating engineers to: Understand the functional core of the engineering process, Analyze and synthesize engineering problems, Become proficient working in teams, Think across disciplines, and Communicate ideas effectively to diverse groups. One of the key actions for sustaining such cultural changes is to train future engineering faculty to realize this new engineering education paradigm. Supported by National Science Foundation and U.S. Department of Education grants, the Integrated Teaching and Learning (ITL) Program’s outreach initiative has engaged engineering graduate and undergraduate Fellows in K-12 classrooms as science and math content experts and engineering role models for the past six years. One program goal is to improve the communication and instructional skills of engineering students, while providing them with classroom experience that serves as a foundation for those who pursue a career in academia. The program also seeks to enhance the graduate Fellow’s engineering education experience by improving their ability to teach to diverse populations. In addition, their fellowship affords them an opportunity to understand and appreciate the interdisciplinary nature of their engineering specialty. Engineering Fellows also act as service-learning leaders for the college, and it is hoped that they continue their passion for outreach and teaching into their future careers. In this paper, we explore the experiences of two graduate students who participated in the ITL Program’s K-12 outreach initiative at the University of Colorado at Boulder and subsequently taught university junior- and senior-level engineering courses. The personal and institutional 10.674.2 Page benefits realized will be discussed. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education Preparing Graduate Engineers for Academic Careers W.H. Burr 2 expressed a strong opinion about engineering education; he once said: The main purpose [of education in engineering] is to convey instruction, and it should be done in such a way as to induce the student to do his own thinking. No instructor can justify himself in merely puzzling the student with grotesque problems, or in harassing him with abnormal difficulties, but on the other hand the student should be made constantly to feel himself a working part of the system, and that he cannot, without serious loss to himself, take a mere passive part. This statement by Professor Burr was recently shared by Lohmann 3 on the Editor’s Page of the Journal of Engineering Education. The astonishing part about Burr’s statement is that it was published in 1894 at the inaugural proceedings of the Society for the Promotion of Engineering Education. These sentiments still ring loudly in engineering education; yet, it is unrealistic to assume that new engineering faculty members entering a collegiate environment possess the talents to foster a meaningful education for today’s engineering graduates without prior training. In 1995, individuals representing academia, industry, professional societies, government and accreditation committees met in Arlington, VA, to publish an action agenda for engineering education reform for the National Science Foundation.1 The agenda guidelines for achieving the educational goals for graduating engineers (as listed in this paper’s abstract), strongly encourage the study of engineering to become an exciting endeavor that truly engages students. It is also recommended that the primary mode of learning in the classroom become active learning. Changes in engineering education are also being driven by the Accreditation Board for Engineering and Technology (ABET). The 2004-2005 ABET Criteria for Accrediting Engineering programs 4 evaluates the competence of engineering faculty using factors that include “teaching experience, ability to communicate [and] enthusiasm for developing more effective programs.” So, what can be done to prepare graduate students in engineering for a challenging career in engineering academia? What tools can be afforded to a future faculty member to help him/her succeed in this new paradigm of collegiate teaching? As stated by Smith and Waller 5, we are entering a paradigm in which students and instructors are collaborators in the classroom, in which students view school as a place where they can learn and grow, and in which power is shared between faculty and students. If we hope to realize the goals NSF has set forth for graduating engineers of the 21 st century, it is essential to encourage institutional change by instilling vision and passion for engineering education at the graduate level — before students enter the field of academia. Outreach initiatives such as the National Science Foundation’s GK- 12 Fellows in the Classroom program can assist with future faculty preparation by providing training in pedagogy and active-learning methodology, while benefiting the K-12 community. 10.674.3 Page Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education Overview of ITL K-12 Outreach Program The ITL engineering outreach program at the University of Colorado at Boulder (CU) is dedicated to the seamless integration of science and math in the K-12 community through hands- on engineering instruction and enriching educational experiences. For the past six years, the ITL outreach initiative has included academic year and summer engineering offerings such as classroom instruction, extracurricular school clubs, summer on-campus workshops and internships. In addition to introducing K-12 students to the benefits of engineering, the ITL outreach program also supports K-12 educators through the development of hands-on engineering curricula and summer teacher professional development workshops. One popular component of the ITL’s outreach program places engineering undergraduate and graduate students in elementary, middle and high school classrooms to serve as mentors and engineering role models in K-12 science, math and technology classes.6 Sponsored in part by the National Science Foundation’s GK-12 and U.S. Department of Education FIPSE initiatives, this “engineering in everyday life” program concurrently develops standards-based scientific, mathematic and technological curricula focused on engineering for an NSDL-sponsored TeachEngineering digital library project.7, 8 The preparation and guidance of elementary, middle and high school students — especially those with backgrounds typically under-represented in engineering — towards the university engineering and technology pipeline is important for their success in an increasingly technologically-driven society. During the academic year and through various summer offerings, K-12 students are introduced to the world of engineering and the iterative design/build process by enthusiastic undergraduate and graduate engineering students. K-12 Graduate Fellow Experience #1 Daria Kotys-Schwartz is in her third year of participation in the ITL Program’s K-12 outreach initiative at CU. During her first year, she assisted in Centaurus High School’s (Lafayette, CO) Project Lead the Way classes in its Pre-Engineering Academy inaugural year. During her second year, Daria was immersed in two eighth-grade science classes and three middle school Gateway to Technology classes. In her third year, Daria co-instructs the Creative Engineering class for ninth-grade students at the Denver School of Science and Technology (DSST) in Denver, CO. For Daria, one of the greatest benefits of participating in the K-12 outreach initiative was the development of her pedagogy skills at the middle school and high school instructional level. Each week, she created detailed 50- minute lesson plans that met a daily learning objective and aligned with state educational content standards. To 10.674.4 Page A middle school student designs an supplement the daily objective, Daria created and earthquake -proof structur e. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education implemented engaging, in-class science and math activities for 30 students. This required that she purchase activity supplies and materials in advance, and set up before students arrived. The importance of student engagement in the middle school and high school environment quickly became apparent to Daria. To successfully involve students for an entire engineering lesson, she began integrating technology and active-learning methodology. Creative PowerPoint ® presentations embedded
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